The third year clerkship in surgery weill cornell medical college
1 / 20

The Third Year Clerkship in Surgery Weill Cornell Medical College - PowerPoint PPT Presentation

  • Uploaded on

The Third Year Clerkship in Surgery Weill Cornell Medical College. New Resident Orientation 2007-2008. Orientation Session Objectives. Identify rationale for residents as teachers in clerkships Describe clerkship, including format and learning objectives

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'The Third Year Clerkship in Surgery Weill Cornell Medical College' - liam

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
The third year clerkship in surgery weill cornell medical college l.jpg

The Third Year Clerkship in SurgeryWeill Cornell Medical College

New Resident Orientation


Orientation session objectives l.jpg
Orientation Session Objectives

  • Identify rationale for residents as teachers in clerkships

  • Describe clerkship, including format and learning objectives

  • Define students’ roles and responsibilities

  • Define residents’ roles and responsibilities

Rationale for residents as teachers l.jpg
Rationale for Residents as Teachers

  • Teaching is our professional responsibility

    • Professionalism

  • Teaching can aid our own learning

    • Practice-based learning

  • Residents have most contact with students

    • Increased opportunity to observe the students and to be observed by the students

The clerkship l.jpg
The Clerkship


  • Director – M. Michael Eisenberg, M.D.

  • Associate Director – Sandip Kapur, M.D.

  • Clerkship Coordinator – Krista Jenkins

  • Administrator – Kristi Volpp

The clerkship5 l.jpg
The Clerkship


  • 12 weeks

    • 8 weeks of rotation on General Surgery services

    • 4 weeks of elective rotations & Anesthesiology

  • Formal didactic teaching, tutorial sessions, house staff conferences, and core curriculum days at NYPH

  • Evaluation by Attendings, shelf exam, tutors and you!

    • Honors, High Pass, Pass, Fail

The clerkship6 l.jpg
The Clerkship


  • Patient log

  • Direct observations

  • Clinical evaluation

The clerkship7 l.jpg
The Clerkship

More Student Objectives:

  • Act professionally at all times

  • Participate in patient care as active team member

  • Demonstrate clinical reasoning skills

  • Demonstrate critical thinking skills

  • Demonstrate self-directed learning

The clerkship8 l.jpg
The Clerkship

Learning and Teaching Venues:

  • In the clinical setting

  • In conferences

  • In core lectures

  • In tutorial sessions

The clerkship9 l.jpg
The Clerkship

Where is the student?

  • With you

  • With the patient

  • In tutor group

  • In lecture

The student l.jpg
The Student

  • Learner

  • Active team member

    • Active participation vs. scut

  • Liaison between patients and family and team

The student11 l.jpg
The Student

Responsibilities as Team Member:

  • Attends all rounds and conferences with the team

  • Responsible for his/her “own” patients

    • Pre-rounds on own patients

    • Writes admission, daily, and off-service notes

      • Responsible to get resident co-sign or write an “agree with” note within 24 hours

    • Presents at rounds

      • Patient data and mini-lecture

    • Accompanies patient to consultations and procedures

  • Assists in care of all patients

The resident l.jpg
The Resident


  • Teacher

  • Supervisor

  • Evaluator

  • Role model

The resident13 l.jpg
The Resident

As Teacher:

  • Set expectations for performance

  • Promotes self-directed learning

  • Teach at the bedside

    • Demonstrate

    • Observe

    • Provide feedback

  • Teach through the day

    • Think out loud

    • Include a Teachable Moment

    • Deliver and assign “mini-lectures”

The resident14 l.jpg
The Resident

As Supervisor:

  • Assign patients and tasks to promote student’s learning and to integrate them into team

  • Assure adequate supervision of students as they provide patient care, including performing procedures

  • Co-sign notes or write “agree with” notes within 24 hours

  • Co-sign orders

The resident15 l.jpg
The Resident

As Supervisor--Physical exams and procedures:

  • The student exam does not “count”, you must examine each patient yourself

  • Students must be chaperoned when performing pelvic exams

  • Students may perform procedures for which they have been certified with general supervision, other procedures must be performed with direct supervision

  • Students may not accompany monitored patients off the floor

  • Students may not administer any meds, immunizations, or IVF

The resident16 l.jpg
The Resident

As Supervisor--Notes and Orders:

  • Student notes contribute valuable information

  • Student notes can impact on medical-legal matters

  • Co-sign all student orders

    • Although students can write orders under your direction, these orders cannot be taken off without your co-signature

The resident17 l.jpg
The Resident

As Supervisor--Notes :

  • You must read the student note and write your own note

    • Your note should be able to stand alone

  • Every student note must be co-signed or have an “agree with (med student name)” note signed by the supervising resident within 24 hours

  • If you have a difference of opinion with a clinically significant part of the student note, explain this in your note in a neutral manner; e.g.:

    • “I agree with med student note, except that on my examination, murmur is not audible.”

The resident18 l.jpg
The Resident

As Evaluator:

  • Provide ongoing, timely feedback

  • Contribute to summative evaluation

    • Turn in your evaluation forms ASAP!!!

    • Most students “sometimes exceed expectations”

    • Comments on specific, observed behaviors are essential

      • Your comments contribute to the Dean’s letter

      • “A pleasure to work with” is not useful

The resident19 l.jpg
The Resident

As Role Model:

  • You are a walking, talking textbook

  • Hidden curriculum

    • That which is learned through role modeling, rather than explicit teaching, through acculturation and assimilation

      • Learning may be subconscious

    • Can be more powerful than the “explicit curriculum” of the classroom